Educação ambiental: uma contribuição a percepção socioambiental através de práticas e saberes pedagógicos

Abstract

Environmental degradation has taken on great proportions throughout history due to the civilization model incorporated by a large part of humanity. In the face of the grave consequences of environmental crises, we ask for a deep and preoccupation with the environment and the social (thinking about local actions for global change). Thus, this study seeks to analyze the socioenvironmental perception of PEMI students about Rio do Sal, pointing to the socio-environmental knowledge of the Coqueiral Community. Therefore, from the elective discipline as part of the diversified curriculum was the proposal to broaden the discussion on Environmental Education and together with the students, teachers and the PIBID group, it proved to be a fertile ground for thinking about environmental education based on cultural, social, dialectical and dialogic issues, insofar as it provides clues to ascertaining environmental perception. In order to achieve the objective of this study, the methodology of this study is based on two axes; a qualitative theorist, based on the literature review and another, descriptive, exploratory and practical, embodied in the elaboration of a pedagogical product, the e-book. Thus, in the course of this research, we present the geo-environmental dynamics of the geomorphological complex of the area under study, and, in turn, we propose an emphasis on pedagogical methods and procedures for the knowledge related to local and global socio-environmental issues. Still on the established methodology, to establish the theoretical foundation of this study, in the first moment, the notion of territoriality, geomorphological complex, water crisis, dialectical knowledge, environmental education and, secondly, attention is focused on the analysis exercise that deals with to discuss the applied pedagogical practices, applied and contextualized with the students of the Programa do Ensino Médio Integral (PEMI), as well as to the diagnosis of the perception of these students. This study, therefore, raises the debate about the teacher as a form of opinion, acting in the field of perception, as well as environmental education and obstacles to the construction of a sustainable society (in a dialectical and dialogic discussion). Given this context, it is revealed here that the environmental crisis is a social, cultural and political inheritance, functioning as a thermometer to understand environmental issues. This study evidenced the crisis and environmental perception not only as a reflection on the environment itself, crisis of resources or management, but as a crisis of knowledge and social; it is rooted in the cultural soil and finds in education an opportune way for resolutions and expansion of knowledge. Considering the need to think about this scenario, a dialectical, interdisciplinary and dialogic approach is fundamental. Finally, a reform of thought that opens space for a protagonist subject, a transformative education and sustainability, acting in reality.